DM GTM
Goals How to communicate in the target
language
Roles Teacher: directs the class activities.
Student: Less passive then in GTM.
Teacher and Student are more
likepartners
Characteristics Students need to associate meaning
with the target language directly.
The syllabus used in the DM is
based upon situations or topics.
Students practice vocabulary by
using new words in complete
sentences.
S-T interaction The initiation of the interaction
S-S interaction goes both way, from teacher to
students and from students to
students.
Language Language is primarily spoken, not
viewed written.
Culture Culture consisting of the history of
viewed the people who speak the target
language, the geography of country
where the target language spoken,
and the information about the
dailylives of the speakers of the
target language.
Areas & Skills Areas: Vocabulary
Skills: all four skills, reading and
writing based upon what the
students practice orally first.
Native Not used in the classroom
language
Evaluation No formal evaluation. Students are
asked to demonstrate their
knowledge about the language
using both oral and written skills.
T respond to S The teacher tries to get students to
errors self-correct.
Tên: Đào Nguyễn Thảo Vi
MSSV: 207NA60238
Lớp: 221_DNN0221_03
COMPARE THE GTM WITH THE DM
To be able to use the target language
communicatively
Teacher: The authority in the
classroom.
Student: Do what the teacher saying.
Students are taught to translate from
one language into another. They
memorize native language
equivalents for target language
vocabulary words.
There is little student initiation and
little student-student interaction.
Literary language is considered
superior to spoken language.
Culture is viewed as consisting of
literature and the fine arts.
Areas: Vocbulary and Grammar
Skills: Reading & Writing, less
attention to speaking and listening,
pronunciation less than any.
Mostly used
Ask the student to translate from
native language to target language or
the other way. Questions about the
target culture. Ask students to apply
grammar rules.
The teacher corrects students
immediately.
 Pre-task: Introduce the topic; give ss clear instructions; prepare ss to perform the task

Pre-task: Introduce the topic; give ss clear instructions; prepare ss to perform the task

While task: Ss perform the task in small gr or pairs; ss prepare the report; ss report the
outcome of the task to the class; T monitors and provide support.

Post-task: T provide feedback; Ss evaluate their performance; T may conduct some form of
practice of specific lg. features language.

Design a task:

Task: Interview

Organization: Ss work in groups of four

Duration: 10 minutes

Topic: Interview your friends & find out what their parents ask them to do on weekends.

Procedures:

Pre-task:

T introduces the task: “…………”

T gives instructions: “…………….”

T prepares Ss for the task:

T provides a task model: …….

Procedures:

Task cycle

Ss work in groups of 4

Ss interview their friends

Ss report the results in front of class

T provides supports when necessary

Language focus

T provides feedback

Conduct practice with the structure: ‘…………..’